Teaching Social Studies in Middle and Secondary Schools

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This readable, accessible book offers prospective teachers a comprehensive introduction to teaching social studies to middle and secondary school students. With the purpose of social studies being the development of reflective, competent, concerned citizens, the book first examines the origins and evolution of social studies and citizenship education across the United States. Following this, targeted chapters address the art, science, and craft of social studies teaching as a means for engaging learners in knowledge construction. In the final section, the authors look at ways to improve social studies instruction through the incorporation of emerging technology into the social studies curriculum. For middle and secondary school social studies teachers.

Part I The State of Social Strudies and Citizenship Education

1

(104)

Alternative Perspectives on The Social Studies

2

(18)

The Contemporary Social Studies Teacher

5

(3)

Certification of Social Studies Teachers

5

(2)

Teaching Portfolios

7

(1)

Teacher Performance Assessment Centers

7

(1)

The Origins and Evolution of the Social Studies

8

(6)

The 1916 Report of the Committee on the Social Studies

8

(2)

The New Social Studies

10

(3)

Social Studies Past, Present, and Future

13

(1)

Alternative Definitions of the Social Studies

14

(2)

A Working Definition of the Social Studies

16

(1)

Group Activities

16

(1)

Individual Activities

16

(1)

References

17

(3)

Contemporary Social Studies

20

(14)

Citizenship Education as the Purpose of the Social Studies

22

(1)

The Context of Citizenship Education

22

(1)

Alternative Perspectives on a Curriculum for Effective Citizenship Education

23

(5)

Examination and Reflection of the Closed Areas of Society

23

(1)

Respect for Individual Human Dignity

24

(1)

Socialization and Countersocialization

24

(1)

Acquiring Basic Competencies

25

(1)

Classifying Alternative Perspectives on Citizenship Education

26

(2)

The Enduring Goal of the Social Studies Curriculum: Reflective, Competent, and Concerned Citizens

28

(3)

The Nature of the Effective Citizen

28

(1)

Social Studies as a Matter of the Head, the Hand, and the Heart

29

(1)

Balance in the Curriculum

30

(1)

Group Activities

31

(1)

Individual Activities

31

(1)

References

31

(3)

Teaching and Learning Social Studies

34

(34)

Engaging Students in Constructing Knowledge

36

(7)

Schemata and Prior Knowledge in Social Studies Instruction

37

(1)

Sources of Subject Matter for the Social Studies

37

(6)

The Social Sciences as Sources of Subject Matter for the Social Studies

43

(6)

Geography

44

(1)

History

45

(1)

Economics

46

(1)

Political Science

46

(1)

Anthropology

47

(1)

Sociology

47

(1)

Psychology

48

(1)

Other Sources of Subject Matter for the Social Studies

49

(2)

Multidisciplinary, Thematic and Interdisciplinary, and Area Studies Approaches

50

(1)

The School and Community as Sources of Social Data

51

(10)

Using Community Resource Persons Effectively

52

(1)

Newspaper Articles and Editorials

53

(1)

Field Work in the Community

54

(2)

Collecting Oral Histories

56

(2)

Collecting Social Science Information through Surveys and Interviews

58

(1)

Communicating with the Community about the Social Studies Program

59

(1)

Alerting the Community to School Activities

60

(1)

Identifying Professional Resources

61

(3)

Organizational Resources

61

(2)

Professional Journals

63

(1)

Effective Citizenship as Professional Development

63

(1)

Professional Development through the Internet

64

(1)

Group Activities

64

(1)

Individual Activities

65

(1)

References

65

(3)

Alternative Perspectives on the Social Studies Curriculum

68

(37)

Existing Social Studies Scope and Sequence Patterns

70

(2)

The Curriculum Pattern in the Elementary Grades

70

(1)

The Curriculum Pattern in the Middle and Secondary Grades

71

(1)

The Dominance of Traditional Scope and Sequence Patterns

71

(1)

National Standards

72

(6)

History Standards

73

(2)

Geography Standards

75

(3)

Economics Standards

78

(1)

Civics and Government Standards

78

(1)

Social Studies Standards

78

(1)

Basal Textbooks and the Social Studies Curriculum

78

(25)

Use of Basal Texts in the Social Studies

83

(13)

Selection and Adoption of Basal Textbooks

96

(1)

Criticisms of Basal Textbooks

96

(5)

Implications of State Adoption Policies

101

(2)

Group Activities

103

(1)

Individual Activities

103

(1)

References

103

(2)

Part II Developing Reflective, Competent, and Concerned Citizens

105

(178)

Organizing and Planning for Teaching Social Studies

106

(42)

Basic Issues in Planning Social Studies Instruction

109

(1)

Identifying a Purpose for Citizenship Education

109

(1)

Social Studies Goals for Instruction

110

(1)

Identifying and Stating Goals

110

(1)

Social Studies Objectives for Instruction

111

(2)

Identifying and Stating Objectives

111

(1)

Objectives and Student Learning Outcomes

112

(1)

Objectives in the Cognitive and Affective Domains

113

(1)

Organizing Subject Matter into Units

113

(15)

Planning and Creating Units

113

(2)

Sources of Units

115

(8)

Resource Units and Teaching Units

123

(1)

Building Units around Key Social Problems, Questions, and Themes

123

(1)

Incorporating Multiple Perspectives into Units

124

(1)

Using Concept Maps to Plan Units

124

(1)

Planning Units Using Interdisciplinary Teams

125

(1)

Formats for Unit Planning

125

(3)

Organizing Subject Matter into Lessons

128

(7)

Lesson Plans

128

(2)

Formats and Procedures for Lesson Planning

130

(4)

The Fundamental Elements of Lesson Planning

134

(1)

Classrooms as Environments for Learning

135

(2)

The Uses of Space in Planning Social Studies Instruction

135

(1)

Allocation of Time in Lesson Plans

136

(1)

Creating and Managing the Classroom Environment

137

(4)

Student Behavior in the Classroom

138

(1)

Teacher Expectations Concerning Student Behavior

139

(1)

Characteristics of Well-Managed Classrooms

139

(2)

Balancing Goals and Objectives in the Curriculum: Linking the Head, the Hand, and the Heart

141

(1)

Guidelines for Social Studies Program Development

142

(2)

Variety in Instructional Planning

144

(1)

Group Activities

144

(1)

Individual Activities

144

(1)

References

145

(3)

Engaging Students in Learning through Small Groups, Questions, Role Playing, and Simulations